1. © 2005 Prentice Hall Inc.
All rights reserved.
PowerPoint Presentation by Charlie Cook
The University of West Alabama
t e n t h e d i t i o n
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ChapterChapter 66 PartPart 22 Recruitment and PlacementRecruitment and Placement
Employee Testing and SelectionEmployee Testing and Selection

2. © 2005 Prentice Hall Inc. All rights reserved. 6–2
Why Careful Selection is Important?
 The importance of selecting the right employees
– Organizational performance always depends
in part on subordinates having the right skills
and attributes.
– Recruiting and hiring employees is costly.
– The legal implications of incompetent hiring
• Indian laws and court decisions related to
nondiscriminatory selection procedures
• The liability of negligent hiring of workers
with questionable backgrounds

3. © 2005 Prentice Hall Inc. All rights reserved. 6–3
Basic Testing Concepts
 Reliability
– The consistency of scores obtained by the same
person when retested with the identical or
equivalent tests.
– Are the test results stable over time?
 Test validity
– The accuracy with which a test, interview, and so
on measures what it purports to measure or fulfills
the function it was designed to fill.
– Does the test actually measure what we need for it
to measure?

4. © 2005 Prentice Hall Inc. All rights reserved. 6–4
Sample Picture Card from
Thematic Apperception Test
Figure 6–1
How do you interpret
this picture?
Source: Harvard University Press. Used with permission.

5. © 2005 Prentice Hall Inc. All rights reserved. 6–5
Types of Validity
 Criterion validity
– A type of validity based on showing that scores on
the test (predictors) are related to job performance
(criterion).
• Are test scores in this class related to students’
knowledge of human resource management?
 Content validity
– A test that is content valid is one that contains a
fair sample of the tasks and skills actually needed
for the job in question.
• Do the test questions in this course relate to human
resource management topics?
• Is taking an HR course the same as doing HR?

6. © 2005 Prentice Hall Inc. All rights reserved. 6–6
How to Validate a Test
 Step 1: Analyze the job
– Predictors: job specification (KSAOs)
– Criterion: quantitative and qualitative measures of
job success
 Step 2: Choose the tests
– Test battery or single test?
 Step 3: Administer the test
– Concurrent validation
• Current employees’ scores with current performance
– Predictive validation
• Later-measured performance with prior scores

7. © 2005 Prentice Hall Inc. All rights reserved. 6–7
How to Validate a Test (cont’d)
 Step 4: Relate Test Scores and Criteria
– Correlation analysis
• Actual scores on the test with actual performance
 Step 5: Cross-Validate and Revalidate
– Repeat Step 3 and Step 4 with a different sample
of employees.

8. © 2005 Prentice Hall Inc. All rights reserved. 6–8
Testing Program Guidelines
1. Use tests as supplements.
2. Validate the tests.
3. Monitor your testing/selection program
4. Keep accurate records.
5. Use a certified psychologist.
6. Manage test conditions.
7. Revalidate periodically.
Table 6–1

9. © 2005 Prentice Hall Inc. All rights reserved. 6–9
Equal Employment Opportunity (EEO)
Aspects of Testing
 A organization must be able to prove:
– That its tests are related to success or failure on
the job (validity)
– That its tests don’t unfairly discriminate against
minority or nonminority subgroups (disparate
impact).
 EEO guidelines and laws apply to all
selection devices, including interviews,
applications, and references.

10. © 2005 Prentice Hall Inc. All rights reserved. 6–10
Equal Employment Opportunity (EEO)
Aspects of Testing (cont’d)
 Testing alternatives if a selection device has
disparate impact:
– Institute a different, valid selection procedure that
does not have an adverse impact.
– Show that the test is valid—in other words, that it
is a valid predictor of performance on the job.
– Monitor the selection test to see if it has disparate
impact.

11. © 2005 Prentice Hall Inc. All rights reserved. 6–11
Test Takers’ Individual Rights and Test
Security
 Under the American Psychological
Association’s standard for educational and
psychological tests, test takers have the right:
– To privacy and information.
– To the confidentiality of test results.
– To informed consent regarding use of these
results.
– To expect that only people qualified to interpret the
scores will have access to them.
– To expect the test is fair to all.

12. © 2005 Prentice Hall Inc. All rights reserved. 6–12
Using Tests at Work
 Major types of tests used by employers
– Basic skills tests (45%)
– Drug tests (47%)
– Psychological tests (33%)
 Use of testing
– Less overall testing now but more testing is used
as specific job skills and work demands increase.
• Screen out bad or dishonest employees
• Reduce turnover by personality profiling
 Source of tests
– Test publishers

13. © 2005 Prentice Hall Inc. All rights reserved. 6–13
Computer-Interactive Testing
 Types of tests
– Specialized work sample tests
– Numerical ability tests
– Reading comprehension tests
– Clerical comparing and checking tests
 Online tests
– Telephone prescreening
– Offline computer tests
– Virtual “inbox” tests
– Online problem solving tests

14. © 2005 Prentice Hall Inc. All rights reserved. 6–14
Types of Tests
 Tests of cognitive abilities
– Intelligence Tests
• Tests of general intellectual abilities that measure a
range of abilities, including memory, vocabulary, verbal
fluency, and numerical ability.
– Aptitude tests
• Tests that measure specific mental abilities, such as
inductive and deductive reasoning, verbal
comprehension, memory, and numerical ability.

15. © 2005 Prentice Hall Inc. All rights reserved. 6–15
Types of Tests (cont’d)
Tests of motor abilities
– Tests that measure motor abilities,
such as finger handiness, manual
handiness, and reaction time.
Tests of physical abilities
– Tests that measure static strength,
dynamic strength, body coordination,
and stamina.

16. © 2005 Prentice Hall Inc. All rights reserved. 6–16
Measuring Personality and Interests
 Personality tests
– Tests that use projective techniques and trait
inventories to measure basic aspects of an
applicant’s personality, such as introversion,
stability, and motivation.
– Disadvantage
• Personality tests—particularly the projective type—are
the most difficult tests to evaluate and use.
– Advantage
• Tests have been used successfully to predict
dysfunctional job behaviors and identify successful
candidates for overseas assignments.

17. © 2005 Prentice Hall Inc. All rights reserved. 6–17
The “Big Five”
 Extraversion
– The tendency to be sociable, assertive, active, and to experience
positive effects, such as energy and zeal.
 Emotional stability/neuroticism
– The tendency to exhibit poor emotional adjustment and experience
negative effects, such as anxiety, insecurity, and hostility.
 Openness to experience
– The disposition to be imaginative, nonconforming, unconventional,
and autonomous.
 Agreeableness
– The tendency to be trusting, compliant, caring, and gentle.
 Conscientiousness
– Is comprised of two related facets: achievement and dependability.

18. © 2005 Prentice Hall Inc. All rights reserved. 6–18
Other Tests
 Interest inventories
– Personal development and selection devices that
compare the person’s current interests with those
of others now in various occupations so as to
determine the preferred occupation for the
individual.
 Achievement tests
– Test that measure what a person has already
learned—“job knowledge” in areas like accounting,
marketing, or personnel.

19. © 2005 Prentice Hall Inc. All rights reserved. 6–19
Other Tests (cont’d)
 Web-Based (Online) testing
– Eliminates costly and inefficient paper-and-pencil
testing processes.
– Allows for role-playing by applicants.
– Use of computer-based scoring eliminates rater
bias.
– Provides immediate scoring and feedback of
results to applicants.
– Can be readily customized for specific jobs.

20. © 2005 Prentice Hall Inc. All rights reserved. 6–20
Work Samples
 Work samples
– Actual job tasks are used in testing applicants’
performance.
 Work sampling technique
– A testing method based on measuring an
applicant’s performance on actual basic job tasks.

21. © 2005 Prentice Hall Inc. All rights reserved. 6–21
Work Simulations
 Management assessment center
– A simulation in which management candidates are
asked to perform realistic tasks in hypothetical
situations and are scored on their performance.
 Typical simulated exercises include:
– The in-basket
– Leaderless group discussion
– Management games
– Individual presentations
– Objective tests
– The interview

22. © 2005 Prentice Hall Inc. All rights reserved. 6–22
Work Simulations (cont’d)
Video-Based situational testing
– A situational test comprised of several
video scenarios, each followed by a
multiple choice question that requires
the candidate to choose from among
several courses of action.
– While the evidence is mixed, the results
suggest that video-based situational
tests can be useful for selecting
employees.

23. © 2005 Prentice Hall Inc. All rights reserved. 6–23
Work Simulations (cont’d)
The miniature job training and evaluation
approach
– Candidates are trained to perform a
sample of the job’s tasks, and then are
evaluated on their performance.
– The approach assumes that a person
who demonstrates that he or she can
learn and perform the sample of tasks
will be able to learn and perform the job
itself.

24. © 2005 Prentice Hall Inc. All rights reserved. 6–24
Background Investigations and
Reference Checks
 Extent of investigations and checks
– Reference checks (87%)
– Background employment checks (69%)
– Criminal records (61%)
– Driving records (56%)
– Credit checks (35%)
 Reasons for investigations and checks
– To verify factual information provided by
applicants.
– To uncover damaging information.

25. © 2005 Prentice Hall Inc. All rights reserved. 6–25
Background Investigations and
Reference Checks (cont’d)
 Sources of information for background
checks:
– Former employers
– Current supervisors
– Commercial credit rating companies
– Written references

26. © 2005 Prentice Hall Inc. All rights reserved. 6–26
Background Investigations and
Reference Checks (cont’d)
 Legal limitations on background checks

27. © 2005 Prentice Hall Inc. All rights reserved. 6–27
Making Background Checks More Useful
 Include on the application form a statement
for applicants to sign explicitly authorizing a
background check.
 Use telephone references if possible.
 Be persistent in obtaining information.
 Ask open-ended questions to elicit more
information from references.
 Use references provided by the candidate as
a source for other references.

28. © 2005 Prentice Hall Inc. All rights reserved. 6–28
Using Preemployment Information
Services
 Concerns about checking applicant histories
– Various equal employment laws discourage or
prohibit the use of such information in employee
screening.
– Courts view making employment decisions based
on someone’s arrest record as unfairly
discriminatory.
– The EEOC says a poor credit history should not by
itself preclude someone from getting a job.

29. © 2005 Prentice Hall Inc. All rights reserved. 6–29
Checking Background Information
 Step 1—Disclosure and authorization.
– Inform the employee/applicant that a report will be
requested and obtain written authorization.
 Step 2—Certification.
– The employer must certify to the reporting agency
that the employer will comply with the federal and
state legal requirements.
 Step 3—Providing copies of reports.
– The employer must provide copies of the report to
the applicant or employee if adverse action is
contemplated.

30. © 2005 Prentice Hall Inc. All rights reserved. 6–30
Checking Background Information
(cont’d)
 Step 4—Notice after adverse action.
– After the employer provides the employee or
applicant with copies of the investigative reports
and a “reasonable period” has elapsed, the
employer may take an adverse action.

31. © 2005 Prentice Hall Inc. All rights reserved. 6–31
The Polygraph and Honesty Testing
 The polygraph (or lie detector)
– A device that measures physiological changes,
– The assumption is that such changes reflect
changes in emotional state that accompany lying.
 Employee Polygraph Protection Act of 1988.
– Prohibits employers (in most all cases) from
conducting polygraph examinations of all job
applicants and most employees.
– Also prohibited are other mechanical or electrical
devices including psychological stress evaluators
and voice stress analyzers.

32. © 2005 Prentice Hall Inc. All rights reserved. 6–32
Permitted Users of the Polygraph
 Employers with contracts involving:
– National defense or security
– Nuclear-power (Department of Energy)
– Access to highly classified information
– Counterintelligence (the FBI or Department of
Justice)
 Other exceptions
– Hiring of private security personnel
– Hiring persons with access to drugs
– Conducting ongoing investigations involving
economic loss or injury to an employer’s business.

33. © 2005 Prentice Hall Inc. All rights reserved. 6–33
Paper-and-Pencil Honesty Tests
 Paper-and-pencil honesty tests
– Psychological tests designed to predict job
applicants’ proneness to dishonesty and other
forms of counterproductivity.
– Measure attitudes regarding things like tolerance
of others who steal, acceptance of rationalizations
for theft, and admission of theft-related activities.

34. © 2005 Prentice Hall Inc. All rights reserved. 6–34
Antitheft Screening Procedure
 Ask blunt questions.
 Listen, rather than talk.
 Do a credit check.
 Check all employment and personal
references.
 Use paper-and-pencil honesty tests and
psychological tests.
 Test for drugs.
 Establish a search-and-seizure policy and
conduct searches.

35. © 2005 Prentice Hall Inc. All rights reserved. 6–35
Graphology
 Graphology (handwriting analysis)
– Assumes that handwriting reflects basic
personality traits.
– Graphology’s validity is highly suspect.
Source: Reproduced with permission from Kathryn Sackhein, Handwriting Analysis
and the Employee Selection Process (New York: Quorum Books, 1990), p. 45.
Figure 6–8
Handwriting Exhibit Used by Graphologist

36. © 2005 Prentice Hall Inc. All rights reserved. 6–36
Physical Examination
 Reasons for preemployment medical
examinations:
– To verify that the applicant meets the physical
requirements of the position
– To discover any medical limitations you should
take into account in placing the applicant.
– To establish a record and baseline of the
applicant’s health for future insurance or
compensation claims.
– To reduce absenteeism and accidents
– To detect communicable diseases that may be
unknown to the applicant.

37. © 2005 Prentice Hall Inc. All rights reserved. 6–37
Substance Abuse Screening
 Types of screening:
– Before formal hiring
– After a work accident
– Presence of obvious behavioral symptoms
– Random or periodic basis
– Transfer or promotion to new position
 Types of tests
– Urinalysis
– Hair follicle testing